CEC Faculty Articles

Title

Emerging educational technology: Assessing the factors that influence instructors’ acceptance in information systems and other classrooms

Document Type

Article

Date

12-1-2008

Publication Title

Journal of Information Systems Education

ISSN or ISBN

1055-3096

Volume

19

Issue

4

First Page

431

Last Page

443

Description

Over the past decade there has been a shift in the emphasis of Internet-based emerging educational technology from use in online settings to supporting face-to-face and mixed delivery classes. Although emerging educational technology integration in the classroom has been led by information systems (IS) instructors, the technology acceptance and usage of other instructors continue to be problematic for educational institutions. The purpose of this study was to empirically investigate factors influencing instructors’ intention to use Tegrity®, an emerging educational technology in traditional IS classes and other nonIS classes. Specifically, the factors studied were computer self-efficacy, computer anxiety, and experience with the use of technology. Responses from 56 instructors from a small, private university were used to formulate a predictive model using ordinal logistic regression. Results showed that computer self-efficacy had the greatest influence on intention to use. As computer self-efficacy appears to be high among IS instructors, administrators of other subjects are urged to pursue avenues to increase their instructors’ computer self-efficacy when attempting to increase the acceptance of emerging educational technology in non-IS classrooms.

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